Janne von Koss Torkildsen

• Kristensen, Jarl Kleppe; Torkildsen, Janne von Koss & Andersson, Björn (2023). Repeated mistakes in app-based language learning: Persistence and relation to learning gains. Computers & Education. ISSN 0360-1315. 210. doi: 10.1016/j.compedu.2023.104966. Full text in Research Archive
• Haukedal, Christiane; Wie, Ona Bø; Schauber, Stefan & Torkildsen, Janne von Koss (2023). Children With Developmental Language Disorder Have Lower Quality of Life Than Children With Typical Development and Children With Cochlear Implants. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 66(10), p. 3988–4008. doi: 10.1044/2023_JSLHR-22-00742. Full text in Research Archive
• Kristensen, Jarl Kleppe; Andersson, Björn; Bratlie, Siri Steffensen & Torkildsen, Janne von Koss (2023). Dimensionality of Morphological Knowledge—Evidence from Norwegian Third Graders. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.497. Full text in Research Archive
• Rødvik, Arne Kirkhorn; Torkildsen, Janne von Koss; Wie, Ona Bø; Tvete, Ole; Skaug, Ingebjørg & Silvola, Juha Tapio (2023). Consonant and vowel confusions in well-performing adult cochlear implant users, measured with a nonsense syllable repetition test. International Journal of Audiology. ISSN 1499-2027. doi: 10.1080/14992027.2023.2177893. Full text in Research Archive
• Håkansson, Gisela Anne-Marie; Williams, Emily Wanda; Karlsen, Jannicke & Torkildsen, Janne von Koss (2023). What Characterizes the Productive Morphosyntax of Norwegian Children with Developmental Language Disorder? Journal of Child Language. ISSN 0305-0009. doi: 10.1017/S0305000922000484. Full text in Research Archive
• Bratlie, Siri Steffensen; Brinchmann, Ellen Irén; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2022). Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children. Review of Educational Research. ISSN 0034-6543. doi: 10.3102/00346543211073186. Full text in Research Archive
• Haukedal, Christiane Lingås; Wie, Ona Bø; Schauber, Stefan; Lyxell, Björn; Fitzpatrick, Elizabeth & Torkildsen, Janne von Koss (2022). Social communication and quality of life in children using hearing aids. International Journal of Pediatric Otorhinolaryngology. ISSN 0165-5876. 152, p. 1–11. doi: 10.1016/j.ijporl.2021.111000. Full text in Research Archive Show summary

  Objectives This study compared the parent-reported structural language and social communication skills—measured with the Children's Communication Checklist-2 (CCC-2)—and health-related quality of life (HR-QOL)—measured with the Pediatric Quality of Life Inventory (PedsQL)—of children who use hearing aids (HAs) and their typical-hearing (TH) peers. Design The participants were 88 children (age range of 5; 6 to 13; 1 (years; months)) and their parents: 45 children with bilateral moderate to severe hearing loss using HAs who had no additional disabilities and 43 children with typical hearing. The groups were matched based on chronological age, gender, nonverbal IQ, and parental education level. The parents completed questionnaires related to their children's communication skills, including subdomains structural language and social communication, and HR-QOL. Results The HA group had significantly poorer overall communication skills than the TH group (r = 0.49). The children in the HA group scored significantly lower than the TH group on both structural language (r = 0.37) and social communication (r = 0.41). Half of the children in the HA group had overall communication scores that either indicated concern or required further investigation according to the instrument's manual. In terms of psychosocial functioning, which was measured as HR-QOL, the subdomain school functioning was the main driver of the difference between groups, with the HA group being at least twice as likely (OR = 2.52) as the TH group to have poor HR-QOL in the school domain. Better parent-reported social communication was associated with better parent-reported psychosocial functioning in the children using HAs—even when background variables were taken into account. Conclusion The results suggest that traditional assessments and interventions targeting structural aspects of language may overlook social communication difficulties in children with HAs, even those with no additional disabilities. As school functioning stood out as the most problematic domain for children with HAs, efforts to improve the well-being of these children should focus on this area.

• Bratlie, Siri Steffensen; Gustafsson, Jan-Eric & Torkildsen, Janne von Koss (2021). Effectiveness of a Classroom-Implemented, App-Based Morphology Program for Language-Minority Students: Examining Latent Language-Literacy Profiles and Contextual Factors as Moderators. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.447. Full text in Research Archive
• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Show all 12 contributors for this article] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology. ISSN 0022-0663. p. 1–23. doi: 10.1037/edu0000688.
• Akselberg, Eira Troneng; Karlsen, Jannicke; Valand, Stian Barbo & Torkildsen, Janne von Koss (2021). Hvor godt kan CELF-4 og CCC-2 identifisere utviklingsmessige språkforstyrrelser? Norsk tidsskrift for logopedi. ISSN 0332-7256. 2, p. 8–17. Full text in Research Archive
• Wie, Ona Bø; Torkildsen, Janne von Koss; Schauber, Stefan Kilian; Busch, Tobias & Litovsky, Ruth (2020). Long-term language development in children with early simultaneous bilateral cochlear implants. Ear and Hearing. ISSN 0196-0202. 41(5), p. 1294–1305. doi: 10.1097/AUD.0000000000000851. Full text in Research Archive
• Torkildsen, Janne von Koss; Hitchins, Abigail; Myhrum, Marte & Wie, Ona Bø (2019). Speech-in-Noise Perception in Children With Cochlear Implants, Hearing Aids, Developmental Language Disorder and Typical Development: The Effects of Linguistic and Cognitive Abilities. Frontiers in Psychology. ISSN 1664-1078. 10. doi: 10.3389/fpsyg.2019.02530. Full text in Research Archive Show summary

  Children with hearing loss, and those with language disorders, can have excellent speech recognition in quiet, but still experience unique challenges when listening to speech in noisy environments. However, little is known about how speech-in-noise perception relates to individual differences in cognitive and linguistic abilities in these children. The present study used the Norwegian version of the Hearing in Noise Test (HINT) to investigate speech-in-noise perception in 175 children aged 5.5-12.9 years, including children with cochlear implants (CI, n = 64), hearing aids (HA, n= 37), developmental language disorder (DLD, n = 16) and typical development (TD, n= 58). Further, the study examined whether general language ability, verbal memory span, nonverbal IQ and speech perception of monosyllables and sentences in quiet were predictors of performance on the HINT. To allow comparisons across ages, scores derived from age-based norms were used for the HINT and the tests of language and cognition. There were significant differences in speech-in-noise perception between all the groups except between the HA and DLD groups, with the CI group requiring the highest signal-to-noise ratios (i.e. poorest performance) and the TD group requiring the lowest signal-to-noise ratios. For the full sample, language ability explained significant variance in HINT performance beyond speech perception in quiet. Follow-up analyses for the separate groups revealed that language ability was a significant predictor of HINT performance for children with CI, HA and DLD, but not for children with TD. Memory span and IQ did not predict variance in speech-in-noise perception when language ability and speech perception in quiet were taken into account. The finding of a robust relation between speech-in-noise perception and general language skills in all three clinical groups call for further investigation into the mechanisms that underlie this association.

• Rygvold, Anne-Lise; Garmann, Nina Gram; Torkildsen, Janne von Koss & Næss, Kari-Anne Bottegård (2019). Språkforstyrrelser hos barn, Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202592059. p. 301–337.
• Borgström, Kristina; Torkildsen, Janne von Koss; Sahlén, Birgitta & Lindgren, Magnus (2019). Brain Measures of Toddlers’ Shape Recognition Predict Language and Cognitive Skills at 6–7 Years. Frontiers in Psychology. ISSN 1664-1078. 10, p. 1–13. doi: 10.3389/fpsyg.2019.01945. Full text in Research Archive Show summary

  While a number of studies have found that an improvement in object shape recognition is associated with language growth in infants and toddlers, no published studies have investigated the longitudinal relation between early shape recognition, and language abilities in later childhood. An electrophysiological measure of semantic processing (the N400) was used to assess shape recognition and general object recognition in a naming context in 20-month-olds. The measures of shape recognition strongly predicted language and cognitive abilities at 6–7 years even after controlling for toddler vocabulary size. The electrophysiological measures of general object recognition were not related to future language or cognitive abilities. These results suggest that early shape recognition abilities may play a role in language acquisition and influence even long-term language outcomes.

• Rødvik, Arne Kirkhorn; Tvete, Ole; Torkildsen, Janne von Koss; Wie, Ona Bø; Skaug, Ingebjørg & Silvola, Juha Tapio (2019). Consonant and Vowel Confusions in Well-Performing Children and Adolescents With Cochlear Implants, Measured by a Nonsense Syllable Repetition Test. Frontiers in Psychology. ISSN 1664-1078. 10, p. 1–17. doi: 10.3389/fpsyg.2019.01813. Show summary

  Although the majority of early implanted, profoundly deaf children with cochlear implants (CIs), will develop correct pronunciation if they receive adequate oral language stimulation, many of them have difficulties with perceiving minute details of speech. The main aim of this study is to measure the confusion of consonants and vowels in well-performing children and adolescents with CIs. The study also aims to investigate how age at onset of severe to profound deafness influences perception. The participants are 36 children and adolescents with CIs (18 girls), with a mean (SD) age of 11.6 (3.0) years (range: 5.9–16.0 years). Twenty-nine of them are prelingually deaf and seven are postlingually deaf. Two reference groups of normal-hearing (NH) 6- and 13-year-olds are included. Consonant and vowel perception is measured by repetition of 16 bisyllabic vowel-consonant-vowel nonsense words and nine monosyllabic consonant-vowel-consonant nonsense words in an open-set design. For the participants with CIs, consonants were mostly confused with consonants with the same voicing and manner, and the mean (SD) voiced consonant repetition score, 63.9 (10.6)%, was considerably lower than the mean (SD) unvoiced consonant score, 76.9 (9.3)%. There was a devoicing bias for the stops; unvoiced stops were confused with other unvoiced stops and not with voiced stops, and voiced stops were confused with both unvoiced stops and other voiced stops. The mean (SD) vowel repetition score was 85.2 (10.6)% and there was a bias in the confusions of [i:] and [y:]; [y:] was perceived as [i:] twice as often as [y:] was repeated correctly. Subgroup analyses showed no statistically significant differences between the consonant scores for pre- and postlingually deaf participants. For the NH participants, the consonant repetition scores were substantially higher and the difference between voiced and unvoiced consonant repetition scores considerably lower than for the participants with CIs. The participants with CIs obtained scores close to ceiling on vowels and real-word monosyllables, but their perception was substantially lower for voiced consonants. This may partly be related to limitations in the CI technology for the transmission of low-frequency sounds, such as insertion depth of the electrode and ability to convey temporal information.

• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Flygstad, Nina; Milder, Nina; Pedersen, Ingrid & Simonsen, Hanne Gram [Show all 7 contributors for this article] (2019). Language assessment in Norwegian kindergartens - a pilot study of parents' and ECEC staff's reports on Norwegian-speaking three-year-olds using CDI III. RASK: Internationalt tidsskrift for sprog og kommunikation. ISSN 0909-8976. 49, p. 87–103. Full text in Research Archive Show summary

  According to the Norwegian Framework Plan for Kindergartens (Ministry of Education 2017: 24), the staff shall ‘monitor the children’s communication and language and identify and support children who demonstrate various types of communication problems, who are not linguistically active, or who show signs of delayed language development’. As a first step in the development of an assessment tool that may meet this requirement from the framework plan, we have piloted the Norwegian parental report MacArthur-Bates CDI III (Communicative Development Inventories (Fenson et al. 2007)) with monolingual three-year-olds. The results suggest that CDI III is a reliable and valid tool for the assessment of these children’s language skills. We have also compared CDI III reports from parents and Early Childhood Education and Care (ECEC) staff and found acceptable correlations between the reported scores.

• Torkildsen, Janne von Koss; Arciuli, Joanne & Wie, Ona Bø (2019). Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography. Learning and Individual Differences. ISSN 1041-6080. 69, p. 60–68. doi: 10.1016/j.lindif.2018.11.003. Full text in Research Archive Show summary

  Learning to read is a milestone in a child's life, and reading ability is a strong predictor of academic outcomes. Some studies have revealed that individual differences in the capacity for implicit statistical learning are linked with children's reading skills in English, which has a deep orthography, but we do not know whether the same relation is found in semi-transparent orthographies such as Norwegian. Additionally, the relative contribution of statistical learning alongside other cognitive measures known to be related to reading has not been examined. This study of sixty-five Norwegian school children (M=10.3 years) found that performance on an independent statistical learning task predicted a small, but unique amount of variance in reading ability in Norwegian, even when a number of other reading-related cognitive skills were taken into account. This suggests that children's implicit learning of statistical regularities is associated with proficiency with written language in a semitransparent orthography such as Norwegian.

• Helland, Turid; Morken, Frøydis; Bless, Josef J; Valderhaug, Hanna Valkvæ; Eiken, Monica & Helland, Wenche A [Show all 7 contributors for this article] (2018). Auditive training effects from a dichotic listening app in children with dyslexia. Dyslexia. ISSN 1076-9242. 24, p. 336–356. doi: 10.1002/dys.1600. Full text in Research Archive Show summary

  Dichotic listening (DL) taps information on the brain's lan-guage laterality, processing, and attention. Research hasshown that DL responses in dyslexia deviate from the typi-cal pattern. Here, effects of DL training and its correspon-dence to rapid naming (RAN) and digit span (DS) in typicalchildren and children with dyslexia were assessed. Threegroups of third graders participated: two training groups,control training (CT) and dyslexia training (DT), and a controlgroup that received no training (control no training, CnT). Alltook part in testing pretraining and posttraining. DL mea-sures were on laterality, response scores, and attention.The three groups showed different response patterns:minor changes in CnT, change in all measures in CT, andsome changes in DT. RAN and DS scores correlated signifi-cantly with some of the DL measures, especially with theattention scores. Our findings support arguments that brainarchitecture for language in dyslexia is lateralised in thesame way as in children without dyslexia. However, theability to modulate attention during DL is weaker in dyslexiathan in typically developing children. A training‐inducednormalisation of lateralisation was observed in free recallin the dyslexia group, which suggests that DL training maybe a promising intervention approach.

• Haukedal, Christiane Lingås; Torkildsen, Janne von Koss; Lyxell, Björn & Wie, Ona Bø (2018). Parents' perception of health-related quality of life in children with cochlear implants: The impact of language skills and hearing. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 61(8), p. 2084–2098. doi: 10.1044/2018_JSLHR-H-17-0278. Full text in Research Archive
• Rødvik, Arne Kirkhorn; Torkildsen, Janne von Koss; Wie, Ona Bø; Storaker, Marit Aarvaag & Silvola, Juha Tapio (2018). Consonant and vowel identification in cochlear implant users measured by nonsense words: A systematic review and meta-analysis . Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 61(4), p. 1023–1050. doi: 10.1044/2018_JSLHR-H-16-0463. Full text in Research Archive
• Torkildsen, Janne von Koss; Arciuli, Joanne; Haukedal, Christiane Lingås & Wie, Ona Bø (2018). Does a lack of auditory experience affect sequential learning? Cognition. ISSN 0010-0277. 170, p. 123–129. doi: 10.1016/j.cognition.2017.09.017. Full text in Research Archive
• Garmann, Nina Gram & Torkildsen, Janne von Koss (2016). Barns språkutvikling de tre første årene. In Enger, Hans-Olav; Knoph, Monica I. Norvik; Kristoffersen, Kristian Emil & Lind, Marianne (Ed.), Helt fabelaktig! Festskrift til Hanne Gram Simonsen på 70-årsdagen. Novus Forlag. ISSN 978-82-7099-859-3. p. 45–64.
• Borgström, Kristina; Torkildsen, Janne von Koss & Lindgren, Magnus (2016). Visual event-related potentials to novel objects predict rapid word learning ability in 20-month-olds. Developmental Neuropsychology. ISSN 8756-5641. 41(5-8), p. 308–323. doi: 10.1080/87565641.2016.1243111.
• Katsos, Napoleon; Cummins, Chris; Ezeizabarrena, Maria-José; Gavarró, Anna; Kraljević, Jelena Kuvač & Hrzica, Gordana [Show all 56 contributors for this article] (2016). Cross-linguistic patterns in the acquisition of quantifiers. Proceedings of the National Academy of Sciences of the United States of America. ISSN 0027-8424. 113(33), p. 9244–9249. doi: 10.1073/pnas.1601341113.
• Torkildsen, Janne von Koss; Morken, Frøydis; Helland, Wenche A & Helland, Turid (2015). The dynamics of narrative writing in primary grade children: Writing process factors predict story quality. Reading and writing. ISSN 0922-4777. 29, p. 529–554. doi: 10.1007/s11145-015-9618-4. Full text in Research Archive Show summary

  In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local online revisions while writing, few revised previously written text. Children with good reading and spelling abilities made more online revisions than their peers. Two process factors, transcription fluency and online revision activity, contributed to explaining variance in narrative macrostructural quality and story length. As for cognitive predictors, spelling was the only factor that gave a unique contribution to explaining variance in writing process factors. Better spelling was associated with more revisions and faster transcription. The results show that developing writers’ ability to make online revisions in creative writing tasks is related to both the quality of the final written product and to individual literacy skills. More generally, the findings indicate that investigations of the dynamics of the writing process may provide insights into the factors that contribute to creative writing during early stages of literacy.

• Borgström, Kristina; Torkildsen, Janne von Koss & Lindgren, Magnus (2015). Substantial gains in word learning ability between 20 and 24 months: A longitudinal ERP study. Brain and Language. ISSN 0093-934X. 149, p. 33–45. doi: 10.1016/j.bandl.2015.07.002. Show summary

  This longitudinal ERP study investigated changes in children’s ability to map novel words to novel objects during the dynamic period of vocabulary growth between 20 and 24 months. During this four-month period the children on average tripled their productive vocabulary, an increase which was coupled with changes in the N400 effect to pseudoword-referent associations. Moreover, productive vocabulary size was related to the dynamics of semantic processing during novel word learning. In children with large productive vocabularies, the N400 amplitude was linearly reduced during the five experimental learning trials, consistent with the repetition effect typically seen in adults, while in children with smaller vocabularies the N400 attenuation did not appear until the end of the learning phase. Vocabulary size was related only to modulation of the N400 to pseudowords, not to real words. These findings demonstrate a remarkable development of fast mapping ability between 20 and 24 months.

• Borgström, Kristina; Torkildsen, Janne von Koss & Lindgren, Magnus (2015). Event-related potentials during word mapping to object shape predict toddlers’ vocabulary size. Frontiers in Psychology. ISSN 1664-1078. 6. doi: 10.3389/fpsyg.2015.00143.
• Bless, Josef J; Westerhausen, Rene; Torkildsen, Janne von Koss; Gudmundsen, Magne; Kompus, Kristiina & Hugdahl, Kenneth (2015). Laterality across languages: Results from a global dichotic listening study using a smartphone application. Laterality: Asymmetries of Body, Brain and Cognition. ISSN 1357-650X. 20(4), p. 434–452. doi: 10.1080/1357650X.2014.997245. Full text in Research Archive
• Arciuli, Joanne; Torkildsen, Janne Von Koss; Stevens, David & Simpson, Ian (2014). Statistical learning under incidental versus intentional conditions. Frontiers in Psychology. ISSN 1664-1078. 5. doi: 10.3389/fpsyg.2014.00747. Full text in Research Archive Show summary

  Statistical learning (SL) studies have shown that participants are able to extract regularities in input they are exposed to without any instruction to do so. This and other findings, such as the fact that participants are often unable to verbalize their acquired knowledge, suggest that SL can occur implicitly or incidentally. Interestingly, several studies using the related paradigms of artificial grammar learning and serial response time tasks have shown that explicit instructions can aid learning under certain conditions. Within the SL literature, however, very few studies have contrasted incidental and intentional learning conditions. The aim of the present study was to investigate the effect of having prior knowledge of the statistical regularities in the input when undertaking a task of visual sequential SL. Specifically, we compared the degree of SL exhibited by participants who were informed (intentional group) versus those who were uninformed (incidental group) about the presence of embedded triplets within a familiarization stream. Somewhat surprisingly, our results revealed that there were no statistically significant differences (and only a small effect size) in the amount of SL exhibited between the intentional versus the incidental groups. We discuss the ways in which this result can be interpreted and suggest that short presentation times for stimuli in the familiarization stream in our study may have limited the opportunity for explicit learning. This suggestion is in line with recent research revealing a statistically significant difference (and a large effect size) between intentional versus incidental groups using a very similar visual sequential SL task, but with longer presentation times. Finally, we outline a number of directions for future research.

• Torkildsen, Janne Von Koss; Dailey, Natalie; Aguilar, Jessica; Gómez, Rebecca & Plante, Elena (2013). Exemplar variability facilitates rapid learning of an otherwise unlearnable grammar by individuals with language-based learning disability. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. doi: 10.1044/1092-4388(2012/11-0125.
• Katsos, Napoleon; Ezeizabarrena, Maria-José; Gavarró, Anna; Kuvac Kraljevic, Jelena; Hrzica, Gordana & Grohmann, Kleanthes [Show all 49 contributors for this article] (2012). The Acquisition of Quantification across Languages: Some Predictions. Boston University Conference on Language Development. Proceedings. ISSN 1080-692X. 1, p. 258–268.
• Arciuli, Joanne & Torkildsen, Janne Von Koss (2012). Advancing our understanding of the link between statistical learning and language acquisition: The need for longitudinal data. Frontiers in Psychology. ISSN 1664-1078. 3. doi: 10.3389/fpsyg.2012.00324. Full text in Research Archive
• Torkildsen, Janne Von Koss (2012). Språkvansker : er statistisk læring problemet? Norsk tidsskrift for logopedi. ISSN 0332-7256. 58(4), p. 18–24.

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• Horst, Jessica & Torkildsen, Janne von Koss (2019). International Handbook of Language Acquisition. Routledge. ISBN 9781138087217. 592 p.

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• Torkildsen, Janne von Koss (2024). Morfologi som en inngangsport til ordforråd, lesing og staving.
• Torkildsen, Janne von Koss (2023). Morphology - a gateway to advanced language .
• Torkildsen, Janne von Koss (2023). A digital morphology-based vocabulary intervention: From a randomized controlled trial to a social innovation.
• Torkildsen, Janne von Koss (2023). Språklige utfordringer og livskvalitet hos norske barn med DLD.
• Falck, Andreas & Torkildsen, Janne von Koss (2022). The Leader Learns it All? Adapting the “Captain Morph” tablet game to investigate learning consequences of leading and following attention.
• Fargier, Raphael Stephane; Falck, Andreas; Hovland, Tine; Bayar, Hakan & Torkildsen, Janne von Koss (2022). The influence of contextual variability on word learning: does the type of variability matter? .
• Fargier, Raphael Stephane; Falck, Andreas; Hovland, Tine; Bayar, Hakan & Torkildsen, Janne von Koss (2022). The influence of contextual variability on word learning: does the type of variability matter? .
• Rødvik, Arne Kirkhorn; Tvete, Ole; Skaug, Ingebjørg; Torkildsen, Janne von Koss; Wie, Ona Bø & Silvola, Juha Tapio (2022). Consonant and Vowel Confusions in Well-Performing Children and Adolescents With Cochlear Implants, Measured by a Nonsense-Word Repetition Test.
• Torkildsen, Janne von Koss (2022). Morfologi og språktiltak.
• Fargier, Raphael Stephane & Torkildsen, Janne von Koss (2021). The influence of contextual variability on word learning: does the type of variability matter?
• Torkildsen, Janne von Koss (2021). The vocabulary learning challenge: How can morphology help?
• Bratlie, Siri Steffensen; Gustafsson, Jan-Eric & Torkildsen, Janne von Koss (2021). Latent language-literacy profiles among Norwegian language-minority students . Show summary

  Purpose This study examined whether there are subgroups of Norwegian language-minority (LM) students that have distinct latent profiles in the domain of lexical knowledge, such as orthographic, phonological, and semantic skills. The latent profile approach may reveal distinct relationships between different linguistic and literacy skills (e.g., uneven profiles). Methods The analyses focused on a group of 186 LM students in Norway who were part of a larger sample of second graders (N = 717). Latent profile analysis was based on seven indicators that together capture orthographic, phonological, and semantic word knowledge as well as general ability. The profiles for LM students were compared to mean scores for the full sample. Results The LM students’ language-literacy skills were best described by three distinct latent profiles: one prevalent profile encompassing about two-thirds of the sample (“below average vocabulary, average literacy”) and two profiles that each encompassed a sixth of the sample (“low vocabulary, low literacy” and “low average vocabulary, high literacy”). The profiles were rank-ordered according to achievement across measures, but characterized by lower-than-average vocabulary compared to the full sample. The differences between the three latent profiles were largest in spelling accuracy and reading fluency. Conclusions Distinct language-literacy profiles among LM students were identified based on features of lexical knowledge. Few of the LM students had profiles characterized by low reading-fluency skills. Our findings indicate that most LM students benefit from regular instruction in code-related reading skills, but that effective instruction in the semantic elements of language is needed for LM students.

• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Show all 12 contributors for this article] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children.
• Torkildsen, Janne von Koss & Bratlie, Siri Steffensen (2021). Kaptein Morf og minoritetsspråklige elever.
• Torkildsen, Janne von Koss & Morken, Frøydis (2021). Språkutvikling. In Tamnes, Christian Krog (Eds.), Nevrokognitiv utviklingspsykologi. Gyldendal Akademisk. ISSN 9788205533387. p. 56–92.
• Torkildsen, Janne von Koss (2020). Kaptein Morf: et digitalt ordforrådstiltak for barn i småskolen.
• Bratlie, Siri Steffensen; Brinchmann, Ellen Iren; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2019). Morphological Knowledge of Children with Language Minority Backgrounds and Monolingual children: A Meta-Analysis .
• Rødvik, Arne Kirkhorn; Tvete, Ole; Torkildsen, Janne von Koss; Wie, Ona Bø; Skaug, Ingebjørg & Silvola, Juha Tapio (2019). Perception of speech features compared for two groups of cochlear implant stimulation strategies.
• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Kristensen, Jarl Kleppe & Næss, Kari-Anne Bottegaard [Show all 10 contributors for this article] (2019). Kaptein Morf: A digital morphology-based vocabulary intervention for primary school children.
• Torkildsen, Janne von Koss (2019). Kaptein Morf: et digitalt ordforrådstiltak for barn i småskolen.
• Bratlie, Siri Steffensen; Brinchmann, Ellen Iren; Melby-Lervåg, Monica & Torkildsen, Janne von Koss (2019). Morphological knowledge in language minority children compared with monolingual children: A meta-analysis.
• Rødvik, Arne Kirkhorn; Skaug, Ingebjørg; Torkildsen, Janne von Koss; Tvete, Ole; Perold, Jennifer & Wie, Ona Bø [Show all 7 contributors for this article] (2018). Can consonant and vowel perception in well-performing Afrikaans- and Norwegian-speaking cochlear implant users be assessed by a cross-linguistic nonsense syllable repetition test?
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille & Simonsen, Hanne Gram (2018). Screening for language delay using Norwegian CDI III.
• Torkildsen, Janne von Koss (2018). Utvikling av ordforråd hos barn: fra hjernebølger til intervensjon.
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille; Simonsen, Hanne Gram & Pedersen, Ingrid (2018). Norsk CDI III .
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Hansen, Pernille; Simonsen, Hanne Gram & Pedersen, Ingrid (2018). Norwegian CDI III.
• Helland, Turid; Valderhaug, Hanne; Eiken, Monica; Bless, Josef J; Helland, Wenche A & Morken, Frøydis [Show all 7 contributors for this article] (2018). Auditive training effect in dyslexia using a dichotic listening paradigm.
• Rødvik, Arne Kirkhorn; Tvete, Ole; Wie, Ona Bø; Torkildsen, Janne von Koss; Skaug, Ingebjørg & Silvola, Juha Tapio (2017). Consonant and vowel repetition in children with cochlear implants measured by a nonsense syllable hearing test.
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss & Simonsen, Hanne Gram (2017). Norsk CDI III - en pilot.
• Garmann, Nina Gram; Romøren, Anna Sara Hexeberg; Torkildsen, Janne von Koss; Simonsen, Hanne Gram; Flygstad, Nina & Gullvik, Marthe [Show all 8 contributors for this article] (2017). Assessing language skills in Norwegian kindergartens: Piloting CDI III in Norwegian.
• Torkildsen, Janne von Koss; Hagtvet, Bente Eriksen; Bratlie, Siri Steffensen; Jarl, Kristensen; Valberg, Åsrun Edvardsen & Røe-Indregård, Hanne [Show all 9 contributors for this article] (2017). Learning Morphology with a Software App: the Effect of Input Variability.
• Torkildsen, Janne von Koss; Arciuli, Joanne & Wie, Ona Bø (2017). Statistical learning in two groups of children with different causes for their language impairment.
• Mårtensson, Johan; Arciuli, Joanne; Torkildsen, Janne von Koss; Szczepankiewicz, Filip; van Westen, Danielle & Nilsson, Markus [Show all 7 contributors for this article] (2017). White matter microstructure and statistical learning in the auditory and visual modalities.
• Haukedal, Christiane Lingås; Torkildsen, Janne von Koss & Wie, Ona Bø (2016). Quality of life in children who received cochlear implanted before the age of two.
• Torkildsen, Janne von Koss; Wie, Ona Bø & Arciuli, Joanne (2016). Statistical Learning in children with specific Language impairment.
• Torkildsen, Janne von Koss & Wie, Ona Bø (2016). Språkferdigheter hos barn med moderat hørselstap.
• Borgström, Kristina & Torkildsen, Janne von Koss (2016). Tidig ordinlärning, vad vet vi och varför är det viktigt?
• Torkildsen, Janne von Koss; Arciuli, Joanne; Haukedal, Christiane Lingås & Wie, Ona Bø (2016). Intact visual statistical learning in children with cochlear implants.
• Garmann, Nina Gram; Torkildsen, Janne von Koss; Simonsen, Hanne Gram; Holm, Elisabeth; Romøren, Anna Sara Hexeberg & Hansen, Pernille (2016). The development of CDI III in Norwegian.
• Garmann, Nina Gram; Torkildsen, Janne von Koss; Simonsen, Hanne Gram; Holm, Elisabeth; Romøren, Anna Sara Hexeberg & Hansen, Pernille (2016). CDI III - a progress report.
• Torkildsen, Janne von Koss; Wie, Ona Bø & Haukedal, Christiane Lingås (2016). Language abilities in children with moderate hearing impairment.
• Garmann, Nina Gram; Hansen, Pernille; Simonsen, Hanne Gram; Thurmann-Moe, Anne Cathrine & Torkildsen, Janne von Koss (2015). CDI short form, CDI III and CLT.
• Torkildsen, Janne von Koss; Arciuli, Joanne; Haukedal, Christiane Lingås & Wie, Ona Bø (2015). Visual Statistical Learning in children With Language impairment and children With hearing loss.
• Torkildsen, Janne von Koss; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Næss, Kari-Anne Bottegaard & Wie, Ona Bø (2015). Hvordan kan vi best fremme ordlæring? Presentasjon av et nytt intervensjonsprosjekt for 6- og 7-åringer med typisk og atypisk utvikling.
• Torkildsen, Janne von Koss (2015). Ny studie beskriver hva som skjer i hjernen når toåringen lærer nye ord. [Internet]. http://www.uv.uio.no/isp/forskning/aktuelt/aktuelle-saker/20.
• Torkildsen, Janne von Koss; Arciuli, Joanne; Haukedal, Christiane Lingås; Gismarvik, Marit Enny & Wie, Ona Bø (2015). Statistical Learning in typically developing children, children with specific language impairment and children with hearing loss.
• Torkildsen, Janne von Koss (2014). The Young Language Learner: from Brain Mechanisms to Intervention.
• Torkildsen, Janne von Koss (2014). Ny kunnskap om behandling av språkvansker. [Internet]. Universitetet i Oslos nettsider.
• Torkildsen, Janne von Koss (2014). Flere ord på én gang gir bedre språk. [Internet]. forskning.no.
• Rødvik, Arne K; Silvola, Juha Tapio; Torkildsen, Janne von Koss & Wie, Ona Bø (2014). Speech sound identification by adults and children with a cochlear implant.
• Rødvik, Arne K; Silvola, Juha Tapio; Torkildsen, Janne von Koss & Wie, Ona Bø (2014). Speech sound identification by children and adults with cochlear implants.
• Helland, Turid; Valderhaug, Hanna V.; Bless, Josef J.; Helland, Wenche A.; Morken, Frøydis & Torkildsen, Janne von Koss (2014). Auditive training effect in children using a dichotic listening paradigm.
• Borgström, Kristina; Torkildsen, Janne Von Koss & Lindgren, Magnus (2014). Visual ERP repetition effects to novel objects predict word fast mapping ability in 20-month-olds.
• Torkildsen, Janne Von Koss; Helland, Wenche A; Morken, Frøydis & Helland, Turid (2014). What does it take to tell a good story? The relation between narrative skills and neurocognitive factors in 3rd graders.
• Torkildsen, Janne Von Koss (2014). Ny kunnskap om behandling av språkvansk​er. [Radio]. P4.
• Torkildsen, Janne Von Koss (2014). Ny kunnskap om språkvansker. [Radio]. NRK P2.
• Torkildsen, Janne Von Koss (2014). Validation of MacArthur-Bates CDI III.
• Borgström, Kristina; Torkildsen, Janne von Koss & Lindgren, Magnus (2013). Shape or detail? An electrophysiological investigation of object recognition processes related to language development in 20-month-olds.
• Asbjørnsen, Arve Egil & Torkildsen, Janne Von Koss (2013). Cognitive control in bilingualism: increasing inhibitory control following bilingual exposure?
• Torkildsen, Janne Von Koss (2013). Språkvansker og språklæring.
• Endestad, Tor; Lindgren, Magnus; Torkildsen, Janne Von Koss & Gärdenfors, Peter (2012). Verbs for actions and verbs for consequences show distinct neural patterns.
• Helland, Turid; Torkildsen, Janne Von Koss; Morken, Frøydis & Helland, Wenche Andersen (2012). The Bergen Tell-a-tale Project. A neurolinguistic perspective on narrative development.
• Torkildsen, Janne Von Koss (2012). Variabilitet -nøkkelen til grammatikklæring? Show summary

  Språktilegnelse skjer hovedsakelig gjennom implisitte lærings-mekanismer. For eksempel lærer barn de grammatiske reglene i morsmålet sitt uten at disse reglene noen gang blir forklart for dem. Men hvis vi ikke trenger eksplisitte forklaringer av reglene, hva slags informasjon er det egentlig vi bruker når vi tilegner oss grammatikken i et nytt språk? Og har personer med språkvansker behov for annen informasjon enn personer med normalt språk når de skal lære grammatiske regler? Disse spørsmålene vil jeg se nærmere på i presentasjonen min. Mer spesifikt vil jeg presentere resultater fra en eksperimentell studie som har undersøkt betydningen av variabilitet, antall unike eksemplarer i input, på læring av en kunstig grammatikk.

• Torkildsen, Janne Von Koss (2012). Tapping into the language learning process using ERPs and artificial grammars.
• Torkildsen, Janne Von Koss (2011). Tidlig språkutvikling og Språkvansker. En introduksjon.
• Torkildsen, Janne Von Koss (2011). Learning language: insights from event-related potentials and behavioral testing.

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